Changing Core Mathematics

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The authors identify issues and make recommendations for future course designs that include an emphasis on modeling, inquiry, communication, and conceptual understanding. These skills will help students become lifelong learners, generalize processes and results, draw connections between topics and disciplines, and gain an appreciation of the role of mathematics in society.

The authors also detail the interdisciplinary needs of students and provide a basis for the construction ...

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Overview

The authors identify issues and make recommendations for future course designs that include an emphasis on modeling, inquiry, communication, and conceptual understanding. These skills will help students become lifelong learners, generalize processes and results, draw connections between topics and disciplines, and gain an appreciation of the role of mathematics in society.

The authors also detail the interdisciplinary needs of students and provide a basis for the construction of the core mathematics curriculum for the first two years of college that is connected to the disciplines with mathematical applications. Articles written by experts from an interdisciplinary perspective provide insight into establishing partnerships and improving core programs to serve all students.

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Product Details

  • ISBN-13: 9780883851722
  • Publisher: Mathematical Association of America
  • Publication date: 1/28/2002
  • Series: MAA Notes Ser.
  • Pages: 220

Table of Contents

Foreword vii
Table of Contents ix
Glossary of Terms xi
Introduction 1
Part 1 Overview 5
Historical Development of Core Mathematics and Its Teaching 7
Future Considerations 15
Integrated Core Program 21
Inquiry and Modeling 25
Framework for a Two-Semester Integrated Core Program 29
Creating an Environment for Change 33
References 35
Part 2 Commentary 39
Interdisciplinary Culture Perspective 41
The Development of a More Interdisciplinary Academic Culture 43
Interdisciplinary Culture--a Result not a Goal 49
Mathematics for Use Across the Curriculum: A Tool, a Language, or What? 53
How Do We Describe an Interdisciplinary Curriculum? 57
Technology Perspective 65
The Machine is the Textbook 67
Technology in Education: Minefield or Cornucopia? 73
The Impact of Technology on Experimentation and its Implications for How and What Students Learn in Calculus 77
Computing, Information, and Communication Technologies: Impacts on Undergraduate Mathematics 85
Technology and Curriculum Structuring 89
Towards a Framework for Interdisciplinarity 97
Pedagogically Effective Use of Technology 105
Technology in the First Two Years of Collegiate Mathematics 111
Goals and Content Perspective 115
Crossing the Discipline Boundaries to Improve Mathematics Education 117
Thoughts on the Next Challenge Regarding Calculus Content 123
Millennial Calculus Courses: Goals and Content 127
First Two Years of Mathematics for Scientists and Engineers 131
Goals and Content of a Two-Year Mathematics Curriculum 137
Instructional Techniques Perspective 141
A Continuum of Choice: Instructional Techniques in Undergraduate Mathematics 143
Shifts in Undergraduate Education: Learner-Centered, Process-Oriented, Technology-Based 151
Major Issues and Future Directions of Undergraduate Mathematics: Instructional Techniques in Freshman and Sophomore Math Courses 155
Building Creativity through Mathematics, Interdisciplinary Projects, and Teaching with Technology 161
Appendices (Interdisciplinary Lively Application Projects--ILAPs) 169
A. Mercury in the reservoirs: Water's OK, but don't eat the fish 171
B. Aircraft Flight Strategies 173
C. Analyzing the Safety of a Dam 179
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